An integrated model of skill in solving elementary word problems cognition and instruction

By Diane J. Briars, J. Larkin. 1984

Subfields: Cognitive Science & Psychology

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In Cognitive Science & Psychology

Citations in the corpus

MathQA: Towards Interpretable Math Word Problem Solving with Operation-Based Formalisms (2019, background): “Many early works focused on solving addition and subtraction problems (Briars and Larkin, 1984; Dellarosa, 1986; Bakman, 2007).”
Deep Neural Solver for Math Word Problems (2017, background): “Developing computer models to automatically solve math word problems has been an interest of NLP researchers since 1963 Feigenbaum et al. (1963); Bobrow (1964); Briars and Larkin (1984); Fletcher (1985).”
How well do Computers Solve Math Word Problems? Large-Scale Dataset Construction and Evaluation (2016, background): “Designing computer systems for automatically solving math word problems is a challenging research topic that dates back to the 1960s (Bobrow, 1964a; Briars and Larkin, 1984; Fletcher, 1985).”
Robust Understanding of Word Problems with Extraneous Information (2007, methodology): “Both models were computer-implemented (see Dellarosa, 1986; Fletcher, 1985; Briars and Larkin, 1984) and their ability to solve one-step problems with only one possible operation - addition/subtraction - was proven.”
An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders (2005, background): “…addition and subtraction problems, solving story problems is closely related to comprehension of the relations and goals in the problem (e.g., Briars & Larkin, 1984; Cummins, Kintsch, Reusser, & Weimer, 1988; De Corte, Verschaffel, & De Win, 1985; Kintsch & Greeno, 1985; Riley, Greeno, &…”
Teachers' and Researchers' Beliefs about the Development of Algebraic Reasoning. (2000, methodology): “Use of number-fact retrieval and counting strategies can explain the nontrivial performance on start-unknown and open-sentence problems at this level (Briars & Larkin, 1984; Kieran, 1992).”
Designing Research-Based Instruction for Story Problems (2003, methodology): “Although many psychologists believe that the situational characteristics of the problem only distract learners from understanding the structural nature of the problem, others believe that effective problem solvers make sense of the quantitative constraints in a problem based on the situational chara”
Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms (2009, background): “Schema theories of cognitive psychology are helpful in understanding and assessing childrens' solution of word problems ( Briars & Larkin, 1984; Carpenter & Moser, 1984; Kintsch & Greeno, 1985; Riley, Greeno, & Heller, 1983).”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “…research on expert problem solvers, and research regarding effective instructional practices for students at risk for MD. SBI is theoretically grounded in schema theories of cognitive psychology (Briars & Larkin, 1984; Carpenter & Moser, 1984; Kintsch & Greeno, 1985; Riley, Greeno, & Heller, 1983).”
Development of mathematical concepts as basis for an elaborated mathematical understanding (2013, background): “All quantities have to be counted out individually (‘counting-all strategy’ or ‘count from first’) (Briars & Larkin, 1984, Carpenter & Moser, 1983; Riley, Greeno & Heller, 1983).”